EMOTIONAL BURNOUT SYNDROME OF TEACHERS IN THE CONTEXT OF THE MILITARY AGGRESSION OF THE RUSSIAN FEDERATION AGAINST UKRAINE

Abstract

The article is devoted to studying the features of the emotional burnout syndrome among the university academic staff in Ukraine. The recent observations reported the intensification of emotional exhaustion among the university lecturers in the conditions of the Russian-Ukrainian war. The purpose of the article is to develop practical recommendations to prevent the development of the syndrome of emotional burnout of Ukrainian lecturers in the conditions of war. The study identified the phases of emotional burnout of teachers as a result of the war. By recognizing these phases, early detection and intervention strategies can be developed. To prevent emotional burnout, teachers can implement self-help and prevention measures. These can include stress management techniques, self-reflection practices, and setting healthy boundaries to maintain your psychological resilience. Educational institutions also play an important role in the prevention of emotional burnout among teachers. Actions that administrations can take include developing support policies, providing opportunities for professional development, effective workload management, and building a positive work culture. In addition, each teacher can independently perform psychological exercises without professional support and accompaniment. The main practices that help to fight emotional burnout on your own include the practice of gratitude, laughter therapy, positive self-affirmations or prayers, random acts of kindness, and mindfulness exercises. Implementation of these exercises and their adaptation to learning conditions can create opportunities for teachers to engage in activities that bring them joy, evoke positive emotions and contribute to the creation of a favorable and uplifting atmosphere in the educational environment. In educational institutions located in close proximity to hostilities, it is advisable to implement various measures aimed at improving the working conditions of teachers. The practical significance of the study lies in the possibility of using it to combat emotional burnout by teachers, as well as educational institutions seeking to organize a favorable environment for staff work.